Graduation Term

2024

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Psychology: School Psychology

Committee Chair

Gary L Cates

Committee Member

Melinda R Snodgrass

Abstract

According to the School Survey on Crime and Safety (SSOCS; 2022) three notable discipline problems reported by public schools including acts of disrespect toward teachers, verbal abuse towards teachers, and widespread disorder in classrooms has been consistently increasing over the last decade (U.S. Department of Education, 2022). Noncontingent reinforcement (NCR), a function-based treatment, is a key focus of this study. NCR involves the systematic delivery of reinforcers, such as attention and escape, independent of the student's behavior. It has a long history of demonstrating statistically significant reductions in problem behaviors within multiple settings, including schools (Carr et al., 2009). The present study will utilize a combination single case research design, including a multitreatment and multiple baseline design (A-B-C-B-C), to compare intervention effectiveness between functional and nonfunctional reinforcement. Nonfunctional reinforcers were defined as the delivery method (i.e., noncontingent attention or noncontingent escape) that does not match the student's hypothesized function of behavior. Aspects of the social validity of this intervention, acceptance and feasibility, was also measured across participating students and educators. Two dependent variables were included in this study: disruptive behavior and academic engagement. NCR demonstrated effectiveness in reducing disruptive behavior and improving academic engagement across all four students despite the delivery method used. However, there was some variability across the effectiveness of delivery methods aligned with the hypothesized functions of behavior. Only one student, Jay, demonstrated a more significant reduction in disruptive behavior during the phase aligned with his functional reinforcer (i.e., NCA and praise). Kam yielded similar results between the NCA and NCE phases for disruptive behavior, while Randy and Jay demonstrated similar results between the NCA and NCE phases for academic engagement. Two students demonstrated a more significant reduction in disruptive behavior and improvement in academic engagement when provided the nonfunctional reinforcer. Overall, NCA was determined to be the more successful intervention across three of the four students for disruptive behavior. Regarding social validity, In the pre-intervention survey, three out of four educators indicated that NCE was the more acceptable intervention than NCA. However, three out of four educators rated NCA as the more acceptable and feasible intervention following the intervention delivery. While previous research provided evidence of NCR being a function-based intervention in reducing disruptive behavior and increasing academic engagement, the current research provides introductory evidence to support NCR as a nonfunction-based intervention. These results enable school staff, including teachers and administrators, and school-based support staff, such as school psychologists and social workers, to suggest and implement NCR as an evidence-based intervention without completing a formalized and time-consuming functional behavior assessment (FBA).

KEYWORDS: academic engagement, disruptive behavior, Noncontingent Attention (NCA), Noncontingent Escape (NCE), Noncontingent Reinforcement (NCR), social validity

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD2024.20240827063556432348.999995

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